Didactic games on life safety for the preparatory group

Main aspects of the organization of educational activities on life safety in preschool educational institutions

Any learning activity begins with goal setting and detailing the stages of achieving the goal through setting goals.

The purpose and objectives of life safety classes

The general goal of life safety classes with preschoolers is to develop in them the knowledge, skills and habits of a safe and healthy lifestyle, and, most importantly, to develop the ability and readiness of children to comply with the learned rules. In achieving this goal, the teacher solves a whole range of tasks: educational (instills confidence, friendliness, empathy, etc.), educational (provides knowledge in the subject area, teaches how to critically evaluate situations, teaches rules of behavior, etc.), developmental (develops communication skills, cognitive abilities, etc.), health (ensures the psychophysiological well-being of the child, monitors his well-being, etc.). The teacher must also understand that tasks will be differentiated depending on the age of the children, their individual needs and characteristics, the topic of the lesson and other variables. The general objectives of life safety classes in preschool educational institutions include the following:

1. To form in the child the concept of safe behavior at home, on the street and in nature, when interacting with strangers, etc.
2. Teach the child safe behavior in accordance with the current situation, activate the conscious ability to avoid dangers or get out of problematic situations without causing harm to themselves and others.
3. To develop in the child a willingness to exercise independence and be responsible for the results of his actions.
4. Encourage the child to comply with the learned rules and basic norms of safe behavior in familiar and non-standard situations.
5. Teach the child foresight, if possible, evasion, and, if necessary, conscious correct action in a dangerous situation.

The formulated goal and objectives of classes in life safety are laid by the teacher-teacher as the basis for the development of an EP (educational program), which is developed in accordance with the Federal State Educational Standard for Preschool Education (FSES DO). The standard is the main regulatory document; it sets out the mandatory requirements for preschool education. The current Standard requires the mandatory inclusion of the subject area “Safety” in the educational program of preschool educational institutions. Based on the requirements of the Standard, each preschool educational institution develops its own unique educational program. We can recommend the following basic rules for the development and implementation of a life safety program:

Recommendations for developing a life safety program

1. The program can be independent or part of a comprehensive program, i.e. integrated. Typically, classes on life safety are combined with classes on physical, environmental education, etc. If a program on life safety is implemented as part of an integrated one, then try to avoid repetition, maintain the sequence of topics, and coordinate the topics and content of classes with the thematic plans of other teachers. This approach, on the one hand, complicates the task of program developers, but, on the other hand, contributes to a more complete mastery of it by children.
2. It is important to fill the content of training and use forms of conducting classes that correspond to the psychophysiological characteristics of children.
3. Work on the implementation of the program should be carried out systematically throughout the academic year. Systematically distribute the content of the program over months, weeks, and days. It's a good idea to have an alternative contingency plan.
4. Be sure to focus on the natural and climatic features of your area and the territorial living conditions of children, since a significant part of the program is based on introducing children to the nature of their native land and living conditions in a specific (urban or rural) area. At the same time, do not exclude situations that are exotic for your area from the program.
5. Remember about cooperation with the children's parents. The maximum effect is achieved when the work is carried out together. Familiarize parents with the main sections of the program; perhaps parents will offer interesting ideas that can be used in implementing the program. Parents will also be able to continue working with their child on the proposed topics outside the preschool educational institution.

When developing his own life safety program for preschoolers, a teacher can use numerous ready-made developments.

Long-term plan for life safety

The program finds its concrete embodiment in a long-term lesson plan. The form in which the plan is written may vary. Traditionally, the long-term plan for life safety prescribes program objectives for specific types of occupations; sections and topics of classes; forms of conduct; deadlines; responsible persons and performers; methodological support.

this plan can be used as a reference model when developing a long-term life safety plan for the junior group

In the examples presented, we see that the long-term plan for the older group contains the same sections as for the younger group, however, the number of planned lessons increases, the material becomes more complex, the topics expand, and more complex pedagogical tasks are set.

this plan can be used as a reference model when developing a long-term life safety plan for the senior group

At the request of parents and in order to improve the quality of training and education in the field of life safety, additional training in the form of club activities is organized at the preschool educational institution. The topics of safety clubs are extensive and involve a more in-depth study of the most significant sections on life safety (usually traffic rules, fire safety). Club classes are held in the afternoon and last 10–25 minutes depending on the group. The work of the circle is designed for the academic year. The safety club program has a structure similar to the long-term plan for life safety, the main difference will be that the plan covers all the main sections of the “Safety” area, its topics are varied, and within the circle only one section/topic is studied in depth. We also note that club activities in preschool educational institutions are free for parents. Below is an example of a safety circle plan.

this plan can be used as a reference model when organizing a safety club with an in-depth study of traffic rules

Project activities in preschool educational institutions

Currently, project activities are being actively introduced into the educational environment of preschool educational institutions. A project is understood as a joint creative cognitive and research activity of participants aimed at achieving a certain result. In terms of duration, projects implemented in preschool educational institutions, including life safety projects, can be: firstly, short-term, when the implementation and evaluation of the project takes 1-3 lessons, and, secondly, long-term (medium and long-term) - duration more than a month, or carried out throughout the year.

card index of conversations on life safety card index (senior group) on the topic

Card file of conversations on life safety in senior preparatory groups of kindergarten.

Numbers and topics of conversations: No. 1 - “Ice” No. 2 - “Caution! Icicles (snow from the roofs)" No. 3 - "How sand can become dangerous" No. 4 - "Cat and dog are our neighbors" No. 5 - "How a curious tongue was punished" No. 6 - "How to behave in the heat" No. 7 – “On the hill in winter” No. 8 – “We love to work” No. 9 – “Rules of behavior on the site during a walk” No. 10 – “Insects - benefits and harm” No. 11 – “How to behave during outdoor activities” games" No. 12 - "Be careful - plants and mushrooms in the garden area" No. 13 - "How to behave in a group" No. 14 - "Moving around the garden" No. 15 - "Winter roads" No. 16 - "Severe frosts this year"

Conversation No. 1. Topic: “Ice” Goal: know the safety rules in winter - in ice; be able to identify a dangerous situation from pictures; describe it, and the rules that must be followed so as not to get injured or die. Material: pictures - signs with a picture of black ice. Progress of the conversation: 1. The teacher reads the poem “Ice” to the children: It’s frozen in the morning, There’s no warmth from yesterday, There’s ice on the roads, And everything is carrying cars. The sidewalks are like a skating rink, You could take another step, But the soles let you down - It’s very slippery. How many troubles there are from ice! The work of the janitors is to pour salt and sand so that passers-by can pass.2. Conversation about ice. Explanation of the word "ice".3. Questions for children: -What kind of winter weather contributes to the formation of ice? -Why do many accidents on the roads occur on ice? -Why do people often get injured in ice? -How to protect yourself in ice? -What road services and how do they help people in ice?4 . Looking at pictures of signs of ice, invite children to determine what the sign warns about and what not to do, how to prevent injury in winter on ice? Remember the rules: - do not push, do not run, do not play on a slippery road, do not trip up your friends, do not fight, walk carefully, do not roll; - if someone falls, help them up, call an adult for help! 5. Task: On the street - help the janitor sprinkle sand on slippery paths. Conversation No. 2. Topic: “Be careful of icicles / snow with roofs/»Objectives: to provide knowledge that icicles can be dangerous to humans (if they fall from the roof - injury and remember, if licked or eaten - sore throat); teach to protect yourself from icicles in late winter - early spring, obey safety rules, be able to foresee danger. Material: illustrations of “Drops”, logical picture “How did Vasya get sick?” Course of the conversation: 1. Guess! -I am transparent, like crystal, I hang from the roof in winter. It’s just a very, very pity, That in the warmth I quickly melt. (Icicle) 2. Examination of the plot paintings and a conversation about them. Ask to look at the pictures and tell what is depicted in them. Discuss with the children how this or that situation can be dangerous. Why are icicles or icy lumps of snow that are thrown from the roof dangerous? How to do the right thing, how can you protect yourself from danger? Ask the children to remember cases in life when someone was hurt in such situations. Ask children to think about what precautions can be taken to warn others about dangerous areas. Come to the conclusion together that such areas need to be fenced off. Come up with different types of barriers: rope with red flags, wooden or metal barriers, shields or fences .RULES! Remind children that under no circumstances should they: - Play where icicles are hanging from the roof or where snow may fall! - Approach and touch hanging icicles! - You cannot suck or eat icicles! - Do not throw icicles or snow! - Be attentive and observant !- Be able to anticipate danger in advance and avoid it!- In addition to your own safety, take care of the safety of others (for example, take children by the hand and take them away from a dangerous place)! 3. Reminding children that they should not lick or eat icicles. From the roof An icicle hung down, It looks like a delicious candy! He'll get a sore throat. If a fool eats it! 4. Game for the development of general motor skills “Icicle” An icicle hangs upside down, - Hands are lowered down, fingers are closed in a house. She has a runny nose from the sun. - they touch their nose. Then from the warmth she will cry, - they collect “tears” in the palm of their hand. Then she will sew her dress. - they run their hands over the body from top to bottom, with a horizontal movement they “cut off” the length. When the frost comes, it freezes, - they hug themselves with their arms, tremble. It will grow a little overnight, - they stretch their arms up, stand on their tiptoes. - will fall. - squat. 5. Task: On the street - help the janitor sprinkle sand on slippery paths. Conversation No. 3. Topic: “Don’t eat snow and icicles!” Goals: to give knowledge that snow icicles can be dangerous to humans (if they fall from roofs - injury, if licked or eaten - sore throat); Material: logical picture “How did Vasya get sick?” Course of the conversation: 1. Conversation - What does it mean to be healthy? (means to be strong, cheerful, energetic, not to get sick) - How should we take care of our health? (harden up, gymnastics” 2. Reading the story “Gymnastics and colds” (T.A. Shorygina “conversations about health”, p. 4 ). probably just as sweet and tasty, I'll try it "• "The icicles hang like candy. What will you do, try it, such a candy?" 5. Reading poems: I'll tell you, guys, Smart schoolchildren and preschool children Always take care of their health, Snow and They don’t put icicles in their mouth! An icicle hung from the roof, Looks like a delicious candy! You’ll get a sore throat. If a fool eats it! 6. Experiment with snow (icicle) (encourage the child to evaluate the experimental activity and independently draw a conclusion) Melt the snow (icicle), strain through a cotton or gauze filter. Conversation No. 4. Topic: “How sand can become dangerous” Purpose: show the child playing with sand and warn him that playing with it is unsafe: you need to be careful and make sure that sand does not get into your eyes, mouth, nose, clothes, head.Material: 2 dolls - Unknowns, Doctor Aibolit, toys and aids for playing with sand. Progress of the conversation: 2 dolls - Unknowns arrive. They play with sand and play around all the time: they throw sand at each other and get it in the eyes (you have to go to Dr. Aibolit and treat them); they dig a hole too quickly and it gets on your head and gets your hair dirty - you have to wash it; they wanted to see how dry sand flows, raising their hands too high and getting sand in their mouth, nose (and microbes can live in sand - you can get sick or suffocate), they got each other’s clothes dirty - all their clothes are covered in sand, dirty. And other situations. Children discuss the situation each time and draw conclusions (teach the Unskilled) - how to behave correctly so that trouble does not happen, and remember the RULES:

-Do not throw sand, do not scatter it, play carefully, do not raise your hands with sand high, you must dig and build from sand calmly, carefully, do not push in the sandbox and near the sandbox, do not throw toys and aids for playing with sand, use them carefully .-In no case should you rub your eyes or face with dirty hands (after playing with sand), wash your hands first. And if you do get sand in your eyes, ears, nose or mouth, wash them quickly with water, and be sure to tell them about it adults (educator). Conversation No. 5. Topic: “Don’t play with stray animals.” Purpose: to explain to children that contact with animals can sometimes be dangerous; to teach them to take care of their safety. Material: exercise - “How did this happen?” Procedure Conversations: 1. Guess!: “The muzzle is mustachioed, the coat is striped, it washes itself often, but it doesn’t know how to handle water” (Cat). “You stroke it, it caresses, you tease, it bites” (Dog). 3. Teacher’s story: “Sometimes when we play in the kindergarten area, dogs or cats come to us. We, of course, all love animals, take care of them, know how to treat pets, what they love. But we don't know whose animals these are. Most likely, they are homeless. -Is it possible to touch or pick up strangers or stray dogs and cats? Why? Yes, you are right. It is forbidden! They may turn out to be aggressive and rabid. Outdoor cats and dogs can be sick with something contagious. They can and should be fed, but petting and playing with them is dangerous. Moreover, you should not tease and torture animals. It is important to remember that animals are most aggressive when they are eating and when their little cubs are near them. 4. Playing out problematic situations: “The kitten meows pitifully at our entrance. What should I do?” 5. Reading a poem 6 An unfamiliar cat meows by the tree, I’ll pour some milk for the poor thing. But I won’t touch the kitten with my hands, What my mother said, After all, I won’t forget: “Be kind, son, Feed the animals, And don’t take stray animals into your hands, Trust me from them , It’s easy to get infected. You’ll have to be in the hospital for a long time to be treated!” 6. Remember the RULES! - Don’t run away from the dog on the street. Dogs chase those running away. - Do not pet unfamiliar animals or pick them up! They may be sick, contagious, have ticks or fleas, or they may react incorrectly to your affection and bite without warning. - Do not look your dog closely in the eyes, he may take this look as a challenge. - If you meet the dog in in a narrow passage or alley, give way to her, stand sideways to the dog. - Do not touch someone else’s cat or dog. Even with a good attitude on your part, they may be afraid of something and scratch or bite in self-defense. - do not kiss (they often dig in the ground and have a lot of germs on their faces) and do not tease animals (they may lose patience and bite) ;-don’t approach them from behind.-Don’t wake a sleeping dog.7.D/exercise. “How did this happen?” Discussion of a child’s wrong action and its consequences (based on a series of paintings). (They teased the dog - it bit. The child ended up in the hospital.) Conversation No. 6. Topic: “How a curious tongue was punished” Objectives: to give children knowledge that iron objects in winter are very dangerous, that you should not touch them with your tongue, lips and with bare hands; teach to take care of your safety, prevent an accident. Material: plot picture. Course of the conversation: 1. Examination and discussion of the plot picture. Explanation of why this happens in winter with iron objects. Inventing stories. Show (if this does happen) how to help the victim (using a clean finger or handkerchief, carefully warm the object next to the tongue or lips, in no case forcefully tear it off) 2. Help remember the RULE: - Never In winter, do not touch iron objects with your tongue, lips or bare hands! They will stick and will not come off. This is very dangerous for health. - Do not pull it off with force if an accident does happen to you. - Call an adult for help if this happens to one of your comrades. 3. Conducting the experiment: Show him on the street like a wet rag sticks to a metal object and does not come off. Conversation No. 7. Topic: “Dining duty” Goal: to teach children to set tables correctly and safely for themselves and others; follow safety rules when handling knives and forks; consolidate the idea of ​​dangerous objects, their necessity for humans. Material: d/i: “Let’s set the table for the doll” or “What first, what then.” You can use icons-symbols: cardboard sheet-table, small mugs-saucers, large- plates, strips - forks, knives, etc. Progress of the conversation: 1. D/i “Let’s set the table for the doll” using signs-symbols or doll dishes and a mandatory explanation of safety rules. 2. Reading excerpts of the poem (full version in the book “Child at the table” p. 49) - We are on duty today. We will help the nanny , Set all the tables neatly and beautifully. - We will put out plates for everyone. Forks, spoons and knives. Don’t rush how to put it, think, And then lay it out. - There is a knife on the right of the plate, The spoon lies next to it, The knife has turned away from the spoon, It is looking at the plate. - Well, to the left of the plate you need to put the fork. When we start eating the main course, the knife will be friends with the fork.3. Repeat the RULES with the children: - Do not wave a fork, knife or other cutlery; - Always take one item at a time and carry it carefully; - When setting tables, take your time, do not run, do not play, do everything calmly; - Carry the knife and fork with the point down ;-Do not lift your fork or knife high and do not bring it to your eyes; -Do not approach or touch pots and kettles with hot food; -Do not fool around or play with a knife and fork. -When setting tables, do not be distracted; -Do not interfere with those on duty setting tables; - do not run when the tables are being set. Conversation No. 8. Topic: “How to behave in the heat at the site?” Goal: to teach children to put on a hat (panama hat, headscarf, etc.) without asking adults, to consolidate the ability to correctly pour water from a kettle in a cup, follow the rules of being in the sun so as not to overheat. Material: a plot picture depicting 2 girls - one is sitting under a “mushroom”, and the second is sunbathing under the scorching sun and received a sunburn. (You can come up with and draw other pictures) Progress of the conversation : 1. Examination of the picture. Questions for the children: - What is shown in the picture? - Which of the girls did the right thing? Why? - What happened to the second girl? How did this happen? - What should we do now? - How do we behave outside in the heat? - What should we do to prevent sunstroke? Sunburn? 2. Compiling stories from children’s life experiences. 3. Game “Finish the sentence” - In order not to offend dad, I will wear ... (hat) with a ribbon. Inseparable friends Rope and clothespin. Inseparable in the heat Me and my ... (cap) - Is the sun hot? - I ask my mother. In the hot weather I wear a white...(panama hat).4. Repeat the RULES with the children: - When walking in the summer, be sure to wear a light headdress (hat, headscarf, cap, panama hat)! - In hot weather, drink more liquids - water, fruit drinks or juices! - You can’t stay in the sun for a long time! It's better to play in the shade! - In hot weather, wear light clothing that will protect your shoulders, back and chest from sunburn. Wear dark glasses in the heat. -Do not run barefoot on the asphalt in the heat. -Do not get carried away with active games in the sun in the heat: do not let your body become wet from sweat. -If you suddenly feel weak, dizzy or nauseous, immediately go to the shade and tell the teacher about your well-being. - Look at your comrades to see if they are overheated, if their face and body are red. If you notice this, invite them into the shade and tell the teacher about it. Conversation No. 9. Topic: “On the hill in winter” Goal: to teach children to obey the rules of behavior when sliding downhill; To develop endurance and patience - the ability to wait their turn; to develop a desire to avoid traumatic situations. Course of the conversation: 1. Conversation about winter fun and games, their health benefits. 2. Discussion of situations correct and incorrect behavior of children on a slide based on an illustration or picture. 3. Game (verbal) “Good-bad.” Children evaluate the situations proposed by the teacher and justify their assessment in the process of general discussion.3. Consideration of ice sleds and ordinary sleds. 4. Create RULES: - Ride the slide only on ice sleds, and not on ordinary sleds; - Climb the slide only by steps; - Do not climb the slippery slope of the slide and from the sides; - Do not ride while standing, but only while sitting; - Do not push, do not cling to your friends; - Observe the order; - Do not jump off the slide; - Do not stand on the top platform, but immediately sit down and look around; - Do not climb the slide and do not ride with toys and with objects in hands; - I took a ride, quickly get up and leave, because... another one will slide down after you and may knock you down; - Do not go down the slide until the previous child has gotten up and left the road; - Don’t play around, don’t fight, don’t put your foot on the slide or near the slide; - Don’t run down the slope; -Don’t throw snow towards the slide. Conversation No. 10. Topic: “Work activity” Goal: to teach children to follow safety rules when using objects and tools during work activities (watering cans, rags, sticks - work in a corner of nature; stacks, scissors , pencils, brushes - manual labor; rakes, spatulas, scoops, brooms - labor in nature).Material: “Magic chest” with objects and toolsProcedure of the conversation: 1.Game with the “Magic chest”. Make a riddle about an object. Discuss the useful and dangerous aspects of this subject. - What is it for? -When is it impossible to do without this item? -How can it be dangerous, and what should you do to prevent injury or a dangerous situation? -How to use it correctly?2. Learn the proverb: “Every thing has its place.”3. Bring children to the idea that if you follow safety rules when using these dangerous objects, they bring a lot of joy and benefit.4. Repeat the RULES with the children: - Be careful when handling any of these objects; - All sharp, piercing and cutting objects must be put in their place; - Do not swing or poke others in the face; - When working, scissors must be directed away from you and be at chest level - Carry the scissors closed, the sharp ends clenched in your fist (demonstration); - After work, do not leave any of these items unattended, put them in place; - Do not distract others if they are working with scissors, a rake, or a spatula etc.; - Don’t push, don’t take from others; - Don’t run with dangerous objects; - Do your work calmly, without distractions! Conversation No. 9. Topic: “Rules of behavior in the garden area while walking” Purpose: to teach children follow the rules of safe behavior on the site; know the boundaries of their site; remind them of the dangers that await them on the site. Material: Illustrations Progress of the conversation: 1. Shows illustrations and (you can read a poem about dangerous objects) and the teacher’s story about the proper reaction to objects of unfamiliar origin. The teacher shows the package and asks if the children know what is in it. The children don't know. What could be dangerous about it? Listen to the children's reasoning.2. Playing out situations: Ask several children to show what they would do. 3. Joint reasoning between the teacher and the children: you should never approach and open unfamiliar bags or packages! There may be an explosive device, poisoned objects, dangerous things, poisons. You must definitely invite an adult and show them! And you cannot take packages and bags from strangers! 4. A conversation (using illustrations, poems or riddles) about how to behave correctly in the kindergarten area, why it should be done this way and not otherwise yourself to your children?

5.Remember the RULES: - You need to go out to the site and return from a walk at a calm pace. - Do not approach or touch unfamiliar packages and bags. - Do not push your comrades, do not trip up, do not fight, be friendly and polite. - Do not leave the territory of your site without the permission of the teacher. - Do not play with sharp objects. - Do not run with toys and do not take them away from others. - Do not throw toys around. This is necessary not only for order, but for safety purposes, since someone could step on a toy or other object, fall and get injured. -Do not throw sand, earth, snow. -Do not approach dogs and cats. -Do not touch or eat mushrooms and berries. -Do not break trees, bushes. -Do not wave your hands at insects, do not catch or kill them.- Do not approach strangers, even if they call you. Conversation No. 10. Topic: “Insects - benefits and harm” Purpose: to provide knowledge about the rules of conduct when meeting different insects. Material: subject pictures depicting insects; subject pictures depicting habitat of these insects. Course of the conversation: 1. Questions for children: - What insects do you know? When do insects appear? Where do they live? How do they differ from birds? What will happen if there are no insects? How can insects be dangerous? How do you feel? lead when meeting them 2. Reading the poem: I was stung by a bee. I shouted: “How could you?” The bee responded: “How could you pick my favorite flower? After all, I needed it terribly: I was saving it for dinner!”3. Lead children to the idea that everything in nature is interconnected, and cruel and even careless treatment of nature worsens human life. Insects are of great benefit, but sometimes you can get hurt from them. 4. Remember the RULES: You need to know how to protect yourself from insects: - You must lubricate exposed parts of the body with products (created especially for children) that repel insects! - Do not touch the wasp under any circumstances nest! -If a bee is flying near you, do not wave your arms, move to another place! -If the bee does sting, then you need to remove the sting, wipe the stung area with soda solution or apply calendula petals. -Do not catch or kill insects! -Do not stand near the anthill! Conversation No. 11. Topic: “How to behave during outdoor games?” Purpose: to teach the ability to control your behavior: restrain yourself and listen to the opinions of others, improve yourself as a person through communication with people; learn to coordinate your actions with the actions of your partner. Course of the conversation: 1. Examination of the plot pictures “Spoiled Game” (you can use the plot picture). 2. Conversation - Why did the guys not succeed in the game? - What can you advise them? - What should they do to learn to play without quarrels, insults and injuries? - Do you think that if we all talk together, interrupting each other, we can agree on something? - Let us draw up rules from your advice, write them, and attach them to the board. First rule: -Take turns speaking without interrupting each other! -Guys, do you like it when in a game one person commands without listening to the opinions of other children? No? Why? Then the second rule: -When you express your opinion, ask the others: “Do you agree?”; “What do you think?”; - Consider the opinions of your friends! Third rule: - Share toys, don’t be greedy! Fourth rule: You must give in to each other, do not show stubbornness or pride! Fifth rule: Never push or bump into others during Game time! Watch your step, be careful! Conversation No. 12. Topic: “Caution: mushrooms and plants on the farm site” Goal: to form a child’s understanding of the existence of poisonous plants and mushrooms; introduce the plants of our site; teach to distinguish between poisonous plants and mushrooms, give knowledge that a person can be poisoned by the poisons of these plants; cultivate a caring attitude towards all mushrooms and plants. Material: Game “Unravel the Confusion”, “Herbarium”. Course of the conversation: 1. Game “Unravel the Confusion” There are pictures on the table on which individual parts of plants are drawn, and children are invited to connect them.

2. You can show the children a picture of a child who is in the hospital. Ask to discuss what could have happened to him. Lead to the idea that touching and putting unfamiliar plants and mushrooms into your mouth is dangerous.3. Conversation Ask the children what plants on the site of our kindergarten are familiar to them. Discuss with the children what parts the plants have, what they look like, names, read poems or ask riddles. Discuss with children how a plant or mushroom can be dangerous. - Some children have the habit of biting or chewing any blade of grass. This is a very bad habit. Children must remember that the stems, leaves, flowers and berries of many plants are poisonous and can cause irreparable harm to health. But any mushrooms, like plants and animals, need human care and protection. 4. Examination of herbariums, posters and encyclopedias 5. Playing out a problem situation• Found a big, beautiful mushroom, what to do with it? 5. Remember the RULES: Remember! - The best means of protection against poisonous plants is not to touch a single flower or shrub if they are not familiar to you, because they can be dangerous Even touching poisonous plants can cause skin burns with blisters and difficult-to-heal wounds. Mushroom picking is a fascinating activity. But it also happens that mushrooms grow not only in the forest, but also in the city, in the park and in the garden. Remember, mushrooms in the city, even if they are edible, are dangerous. They contain a lot of nitrates and absorb exhaust gases and radiation. Therefore, if you encounter a mushroom in a kindergarten area, do not touch it, but show it to the teacher and parents. - If you do touch a plant or mushroom, be sure to wash your hands with soap. 6.D.i. “Edible - inedible” Conversation No. 13. Topic “How to behave in a group” Goal: to educate children in the rules of behavior and communication in the kindergarten premises (in the group, bedroom, reception room). Develop the ability to obey safety rules, the desire to protect your health and the health of others. Material: plot picture (in the teaching room), SpongeBob-doll (or teddy bear). Course of the conversation: 1. The SpongeBob SquarePants doll comes to the group. Play out the situations: *while he is “running” (not walking) he hits the corner of the table; *then trips over an abandoned toy; *wanted to get an object from the closet, climbed onto a chair and fell; *almost climbed onto the window when he saw a dog there ( toy); * when he was finally sat on a chair, he sits and rocks. Discuss all these situations with the children (the teacher explains to the children that Bob is soft, and if this happened to the children, they would have to call an ambulance doctor by phone .-03), explain to Bob what he did wrong, why he shouldn’t behave like that, and how to behave correctly (voice the RULES) and show the plot picture. 2. Examination of the plot picture, where all the children are busy with their own business, no one makes noise, does not run, does not push, there is order in the group, etc. Conversation on it. Also tell (discuss) the children about the rules of behavior in the bedroom and reception room. Lead the children to the idea that they MUST obey the safety rules, because this is necessary to preserve the life and health of your own and other people! * Scattered toys can cause a fall or injury. Order in the group is not only for cleanliness, but also for safety! * You cannot climb onto the windowsill, table and cabinets. If you cannot reach , ask the teacher! *It is very dangerous to run around the group, bedroom and reception area: sharp corners of furniture can cause injury; colliding with another child can cause severe injury! *Do not put small toys in your mouth - you may accidentally swallow them and choke! *Rock You can't sit on a chair! If you lose your balance, you will fall and hit yourself! *When playing with water, make sure that water does not get on the floor. A wet floor is very slippery, so it is dangerous for you! * While eating, do not talk, chew your food thoroughly! * Shoes should always be on buttoned and comfortable, without long laces! * Bringing chewing gum to the kindergarten is prohibited in order to avoid accidents! Conversation No. 14. Topic: “Moving around the kindergarten” Goal: to teach children the rules of safe movement around the kindergarten; To develop self-control and conscious desire behave correctly indoors. Material: map of the garden; photographs of children: walking along the corridor; climb the stairs (descend); watching theater performances in the music hall; going to the physical. hall, etc.. Doll Dunno (or an adult). Course of the conversation: Questions for the children: - Where do we go in the kindergarten? What kind of premises are there in the nursery? (Music hall, gym, medical office, etc.) - How should we behave when we move around the village? Dunno comes and brings photographs. Examination and discussion of photographs. Dunno shows how he behaves in a given situation (pushes, argues, doesn’t want to stand with someone or behind him, pulls girls’ pigtails, pinches, steps on feet, plays around, speaks loudly, waves his arms, kicks, in the theater jumps up and yells, doesn’t greet adults in the hallway, doesn’t hold on to the railing on the stairs).Explain to Dunno that under no circumstances should you behave this way, and once again show you how to behave correctly, the main thing is why you should behave this way! You can show a picture where the child is in the hospital, discuss the situation. Dunno promises to improve. The teacher shows the children a map of the kindergarten premises, explains where everything is. Repeat the rules together with Dunno (can be voiced in a tape recording): - Going down the stairs, you need to walk one after another, with a calm step, without pushing, holding on to the railings; - You need to move along the corridors of the d / s calmly, holding the side of the corridor with your right hand; - Carefully cross the intersections of the corridors, because you cannot see who may be walking towards you towards; -When moving along the corridors, always look forward so as not to bump into ledges in the walls or nannies rushing with pots to the kitchen and back; -Corridors and stairs are not a place for games and pampering. Remember this! - Do not open the doors with your foot, and also do not open them sharply, because... There could be a person on the other side of the door, and you will hurt him! (Oh guys, -

Believe it or not, the door ran away from me. “Goodbye,” she said, “darling, you opened me with your foot!) Conversation No. 15. Topic: “Winter roads” Purpose: to expand children’s knowledge about the rules of behavior on the street, the road in winter. To give children knowledge that roads in winter slippery and drivers cannot stop the vehicle quickly. On a slippery road, cars and buses, even after braking, slide forward for some time. Develop the ability to restrain yourself, be attentive, and not play on the road. Course of the conversation: 1. Examination of narrative paintings depicting winter roads and streets.2. . Explanation of the words: “Snowfall”, “Ice” (A layer of dense glassy ice (smooth or slightly lumpy) formed on plants, wires, objects, the surface of the earth as a result of the freezing of precipitation particles (supercooled drizzle, supercooled rain, freezing rain, ice pellets, sometimes rain with snow) upon contact with a surface that has a negative temperature. It usually lasts several hours, and sometimes with drizzle and fog - several days.) “Ice” (a layer of lumpy ice or icy snow formed on the surface of the earth due to the freezing of melt water, when, after a thaw, the temperature of the air and soil decreases). Explain how they differ (Unlike ice, ice is observed only on the earth’s surface, most often on roads, sidewalks and paths. The resulting ice can persist for many days in a row until it disappears will be covered on top with freshly fallen snow cover or will not melt completely as a result of an intense increase in air and soil temperatures), which is dangerous for the driver and pedestrian.3. Conversation about the rules of behavior on the road and street in winter conditions: * in icy conditions (The roads are slippery. You can easily fall. It is difficult for the driver to stop the car (bus). In such weather you must be very careful. You cannot run across in front of nearby vehicles, as the driver , even if he slows down, the car will continue to move on the slippery road for some time. You have to wait patiently for the cars to pass. And if there is a traffic light at the crossing, you need to wait for the green signal of the traffic light, see if all the cars managed to slow down, and only after that calmly cross the road.); *in snowfall (The car window is covered with snow and the driver has difficulty seeing pedestrians and traffic lights). 4. Conversation - Raise your hands, those who love winter. What games do you like to play in winter? (Children's answers) - Do you want to listen to how the bear played in the winter? 5. Reading a poem The lawns with grass disappeared under the snow. The cars were slippery on the pavement, The river bed was covered in ice, The teddy bear got on skates. - Only he doesn’t skate on the skating rink... He went outside with a stick in hand. How long, children, will there be trouble here? There are skating rinks and ponds for hockey. Just put on your boots and skates, The ice will sing under your skates all day. - And the pavement is a dangerous skating rink. You need to return to the yard, my friend.- Guys, explain to the bear why he can’t ride on the pavement? (Children's answers)6. Repetition of the rules of behavior on winter roads. Conversation No. 16. Topic: “The frosts are severe this year” Purpose: to teach how to behave correctly in frosty weather. Course of the conversation: 1. D/u “What a winter”2. Reviewing winter clothing3. A conversation about how you can protect yourself from extreme cold.4. Write down the rules: - In severe frosts, you must dress very warmly - You cannot go outside without an adult - You cannot stay on the street for a long time - You cannot open windows at home or in the kindergarten. - Lubricate your face with a special children's cold cream - “Morozko” - Be sure to ask your parents escort them to the group itself.

Life safety lesson at preschool educational institution

After determining the goals, objectives and drawing up a plan, the educator is faced with questions, most of which are related to the problems of preparing, implementing and evaluating the educational activity.

Basic requirements of SanPiN for GCD

As you know, a lesson is a form of education in kindergarten. The teacher must conduct ECD with children in strict accordance with sanitary norms and rules (SanPiN 2.4.1.3049–13), which determine its duration for children of different ages. So, for children aged three to four years, GCD can last no more than fifteen minutes. Older children, aged four to five years, can be involved in NOD for no more than twenty minutes, from five to six years old - no more than twenty-five minutes, from six to seven years old - no more than half an hour. The maximum permissible amount of educational load in the first half of the day in the junior and middle groups does not exceed thirty and forty minutes, respectively, and in the senior and preparatory groups - forty-five minutes and one and a half hours, respectively. Teachers must spend physical education minutes in the middle of the lesson and take a break between classes for at least ten minutes. For children of the senior and preparatory groups, it is allowed to conduct classes after naps; their duration is no more than twenty-five to thirty minutes a day.

Structure of a life safety lesson

Structurally, the lesson consists of three parts (stages): the first is the organizational part, the very beginning of the lesson, its first minutes, includes checking the children’s readiness for the lesson (whether everyone has gathered, appearance, correct position in the group or on the playground) and creating interest in lesson (motivational stage); the second is the main part of the lesson (content stage), which allocates approximately 80% of the total time; the third is the end of the lesson (reflective stage). All stages of the lesson are important, however, if the teacher fails to interest the children from the very beginning, the objectives of the lesson may not be achieved or more effort will have to be made. What can be used as a motivating start to a life safety lesson? The general recommendations are as follows - these are intriguing techniques, they are based on mystery, mystery, which children really love, or surprise, unexpectedness.

You can find out more about the features of conducting life safety games in our article - Conducting life safety games in kindergarten.

An example of a motivating start to a life safety lesson for older children

For example, the beginning of a life safety lesson in a senior group on the topic “Fire Hazardous Objects” could be like this: the teacher-leader tells the children that they will learn the topic of the lesson after they solve the riddles. Examples of riddles:

He is a friend of the guys, But when they play pranks with him, He becomes an enemy And burns everything around. (Fire)

In the hut there is a hut, In the hut there is a chimney. There was a noise in the hut, There was a hum in the chimney. People see the flame, but they don’t put it out. (Oven)

The head burns with fire, the body melts and burns. I want to be useful: There is no lamp - I’ll shine it. (Candle)

https://www.prozagadki.ru/342-zagadki-pro-pech-dlja-detejj.html

Teachers of modern preschool educational institutions must work with children on the basis of an individual approach, create conditions for the active cognitive activity of the child, and take into account the specific developmental features of each pupil (this approach is becoming increasingly relevant in the light of the introduction of inclusive education into the practice of preschool educational institutions). So, instead of a riddle, a child who is lagging behind or has difficulty perceiving information by ear can be shown a picture, illustration, etc.

Types of life safety classes

As for the types of activities, the teacher has a fairly wide range of them in his arsenal:

- firstly, classes that differ in didactic tasks (for example, new knowledge can be acquired or previously acquired knowledge can be consolidated; the basis of the lesson can be the process of creative transformation of previously acquired knowledge and skills);

- secondly, the content of the classes can be the same topic; integrated; complex;

- thirdly, according to the form of implementation, classes differ into traditional and non-traditional (various types of games - educational, role-playing, didactic, board games and others, trainings, analysis of problem situations, theatrical classes, etc.). As practitioners note, play is the most effective form of introducing preschoolers to the basics of safety.

Examples of game lessons in life safety

Examples of game training topics on life safety for preschoolers

Recently, game training has demonstrated an increasingly greater educational and educational effect. The specificity of the training is to simulate a real situation and develop skills to overcome it. The child, with the help of the teacher or other children, must find and practice the correct algorithm of behavior in a situation with given parameters. The range of questions that can be offered to children is determined by their age and level of preparedness. Thus, for children of the senior and preparatory groups, the following training topics can be offered: “How to protect yourself from a stranger on the street?”, “How to behave if you get lost in a public place,” “What to do in the event of a terrorist attack?” For children in the middle group, the following training topics can be offered: “How to ask passers-by or a police officer for help?”, “What rules should a pedestrian follow?”, “How to behave with an unfamiliar animal?”, “Home Alone.” With children of the younger group, you can practice situations related to minor injuries, handling electrical appliances, etc.

Main sections on life safety

Most often in preschool educational institutions, life safety classes are conducted in the following sections, affecting the main areas of a child’s life: “Child and other people”, “Child and the street”, “Child in everyday life”, “Child and nature”, “Child’s health”, “Psycho-emotional well-being of the child." Each of these sections includes a wide range of topics that require detailed study. Below is an approximate list of questions/topics that can be considered within the section.

Card index of topics on life safety: table

Lesson summary on life safety

Before conducting a lesson, the teacher must prepare a summary of it. An approximate example of a summary of direct educational activities (DEA) is presented below.

Rules for writing notes: table

Recommendations for preparing and conducting an open lesson on life safety

For kindergarten teachers, especially beginners, the pressing question is how to conduct an open lesson. Open classes are usually attended by children's parents, fellow educators, management of the child care institution, and representatives of regulatory authorities. The presence of guests who critically evaluate what is happening creates a stressful situation for the teacher and affects the psycho-emotional state of the children. Therefore, open classes, like most educational activities, are not held spontaneously. You can use a ready-made outline, but do not forget to use your own creative solutions. Naturally, conducting an open lesson requires even more thorough preliminary preparation. The following recommendations will be a good help in planning an open lesson:

1. Decide on a topic, try to choose the one that is most developed by you and is interesting to children; create a glossary of key concepts.
2. Clearly outline the training, developmental and educational objectives of the lesson, justify its feasibility.
3. Carefully plan educational materials (select appropriate literature, find ready-made ones, or develop tasks yourself). When developing tasks, do not forget about the main criteria that they must meet: adhere to the principle “from simple to complex”, create three sets of tasks: firstly, those that contribute to the reproduction of the material; secondly, facilitating comprehension of the material; thirdly, contributing to the consolidation of the material. And, most importantly, a creative approach! Think of a non-standard move that will surprise and be remembered by participants and spectators.
4. Carefully group the selected material and distribute it among the structural elements of the lesson. The main thing is to keep children active.
5. No less carefully plan the “focuses” of control and special attention during the lesson (what and how to control, how to use diagnostic results).
6. Consider the need for equipment and prepare it. It is better to make a comprehensive list of educational visual aids, equipment, consumables, etc. Use more visualization: layouts, posters, visual material, slides, etc. Don’t forget to check again immediately before class whether the necessary equipment is working. If the activity is very responsible, consider alternative options in case of force majeure. .

Analysis of a life safety lesson

Having carried out a certain work, be it a ten-minute lesson or a long-term project, the teacher asks the questions: was the work done productive? Is it worth scaling it up? What are the problem areas, errors and shortcomings? Is it possible to improve the result? etc. A diagnostic analysis of the lesson conducted allows you to get answers to these questions. Analysis of a lesson in a preschool educational institution involves assessment according to quantitative and qualitative criteria. For example, were attention-getting techniques used during the motivational phase of the lesson? (yes/no - quantitative criterion); How effective are the methods used (qualitative criterion). In general, the assessment methodology involves answering questions of a certain nature. The more detailed the assessment, the more questions you need to ask. When documenting the diagnostic results of the lesson, do not forget to indicate: Full name. the one who conducts the lesson; topic, date, age of children and group, assigned tasks and ways to achieve them, main conclusions, including an assessment of the teacher’s actions, justification for both positive and negative aspects, as well as studying the opinions of children. When conducting the analysis, be sure to fill out all the points in the template below; if necessary, these points can be supplemented.

Lesson Assessment Template: Table

Didactic games on safety in the preparatory group

Bibliographic description:

Sayapina, L. I. Didactic games on safety in the preparatory group / L. I. Sayapina, N. A. Kuznetsova. — Text: direct // Questions of preschool pedagogy. — 2020. — No. 5 (22). — pp. 25-27. — URL: https://moluch.ru/th/1/archive/124/4171/ (date of access: 10.10.2020).


The article reveals topical issues of forming the basics of life safety in preschool children through didactic games. Examples of didactic games on the basics of life safety are given, and a brief description of them is given.

Key words: preschool education, child safety, didactic games.

Preschool age is the initial stage of assimilation of social experience. A child develops under the influence of an adult, under the influence of impressions from the surrounding world. Especially children of the preparatory group, who more consciously begin to perceive everything that is happening in the world and prepare for a solid assimilation of knowledge in the future in school education [2, p. 52].

Carrying out educational activities in a preschool institution, educators implement the basic general educational program of preschool education, which puts forward certain requirements for the basics of children’s safe life.

By teaching children life safety skills, the tasks of the educational field “Social and communicative development” are solved. It, along with the traditional tasks of protection and health of life, puts forward the requirement for the development of skills in preschool children that are necessary in everyday life, society and in nature for relatively safe life activities [1, p. 32].

Preschool children are characterized by high physical activity, which can often lead to traumatic situations. This is evidenced by medical statistics, and also in medical studies it has been found that it is in preschool age that the highest percentage of injuries in everyday life is established [2, p. 46].

A preschooler is predisposed to accidents, and this is primarily due to the immaturity of the cerebral cortex, rapid depletion of the nervous system, the inability to correctly assess the situation, and lack of knowledge about the sources of danger. That is why it is important to create conditions for preschool children to develop safe life activities.

Play, the most important type of activity, plays a big role in the development and upbringing of a preschool child, since this is the main type of activity for preschool children. Children better understand and assimilate certain norms when playing; they perceive it as an entertaining process, and not a teaching. Consequently, it is possible to most effectively develop the experience of safe behavior in children at home through didactic games [1, p. 29]. Didactic games will help in solving the following problems:

− enrich children’s understanding of the main sources and types of dangers in everyday life;

− introduce children to the simplest ways of safe behavior;

− to form in them a cautious and prudent attitude towards dangerous situations; develop students’ interest in the rules of safe behavior [3, p. 55].

Even the Soviet teacher V.A. Sukhomlinsky said that: “A game is a huge bright window through which a life-giving stream of ideas and concepts in the surrounding world flows into the spiritual world of a child. Play is the spark that ignites the flame of inquisitiveness and curiosity.”

The formation of the foundations of safe life activities in preschool children largely depends on the skills and professionalism of the teacher, on his knowledge of developmental psychology, taking into account the individual characteristics of children and skillful interaction with children. Equally important is the correct organization of work, as well as the correct application of methodological techniques in working with preschoolers.

To form the foundations of safe life activities in preschool children, we offer a number of didactic games:

1. Telephone.

Goal: get acquainted with the telephone numbers of help services.

Game content: children are offered a specific phone number, and they need to call it and politely ask for help.

2. Let's correct the guys' mistakes!

Goal: to consolidate children’s knowledge of traffic rules and fire safety.

Contents of the game: children receive pictures in which other children violate safety rules; their task is to correct the mistakes.

3. Is it on or off?

Goal: be able to classify objects based on fire.

Contents of the game: Children receive various objects and determine whether this object is dangerous or safe and how to use it correctly.

4. Who needs what?

Goal: to form children’s understanding of the objects that doctors, firefighters, police, teachers, etc. use in their activities.

Contents of the game: Children are offered a certain profession, their task is to name what items a representative of this profession needs to work

5. Shall we ban or allow?

Goal: to consolidate children’s knowledge about basic safety requirements, etc.

Contents of the game: The teacher tells the children fictitious stories about other children, and the preschoolers answer whether they agree with the actions of the children from the story.

6. Visiting a fireman.

Purpose: to consolidate knowledge about primary fire extinguishing means, describe an object, recognize it by description.

Game content: children are given a virtual excursion to visit a fireman, where they must demonstrate their knowledge about fire.

7. Road signs.

Goal: to develop children's understanding and skillful use of road signs.

Contents of the game: each child was given the task to draw a certain road sign, after which the other children must tell everything they know about each road sign.

Security watch

1. Objectives: systematize and consolidate children’s knowledge about road traffic and road signs. Continue to introduce and reinforce children’s knowledge of what signs are:

1) Warning

2) Prohibiting

3) Information and indicative.

With the help of game information, children should be aware of the need to follow traffic rules.

Ways to play: The game can be played by children themselves or with adults. The game provides several options for gaming activities.

− Road Sign Lotto Game

− Wonderful bag

− Find the sign about which you heard the poem or riddle

Equipment and elements for the game.

− A wonderful bag with wooden road signs, poems, and riddles for them

− bag with road signs for playing lotto

− wooden cards - strips depicting road warning and prohibition signs

− additional poems and riddles collected in a separate collection

Expected result: with the help of play activities with children and the teacher’s use of a game, learning aid during safety classes, children will learn the signs and rules of the road more easily and quickly.

You can also play out various situations with children, for example, “If a child is lost on the street,” “I have lost a puppy,” where the main characters will be children. Playing out various situations makes the game exciting and allows the child to plunge into the reality of life [4, p. 61].

Thus, all life safety problems that children in preschool age need to know and be able to solve are recognized by them in play situations. The task of preschool teachers is to create conditions for the child in which he could master the necessary knowledge, to help preschool children choose from the mass of life experiences the most vivid ones, those that can serve as the plot of a good game, because play is necessary for the child’s health. It makes his life more meaningful and full and creates confidence in his abilities.

Literature:

1. Derkunskaya, V. A. Educational area “Health”. How to work according to the “Childhood” program: educational and methodological manual / V. A. Derkunskaya – St. Petersburg: Young Scientist, 2010.
2. Ivanova, L.V. Baby safety / L.V. Ivanova. - St. Petersburg: Publishing House “Literature”, 2011.
3. Shalaeva, G. P. New rules of conduct for educated children / G. P. Shalaeva, O. M. Zhuravleva. - M., 2011.
4. Shorygina, T. A. Cautious tales: Safety for kids / T. A. Shorygina. - M., 2004.

Key terms
(automatically generated)
: child, preschool age, game content, game, safe life activities, traffic, knowledge of children, safe behavior, preschool education, sign.

Design of a corner on life safety in a preschool educational institution

A colorfully decorated corner is a constant subject of children’s attention, implicitly performing teaching and educational functions. Lifestyle classes have their own frequency in accordance with the plan, but the corner is constantly in front of children and parents. When setting up an information corner, the teacher focuses on the most serious situations that most often lead to tragedy. There are no general requirements for the design of a corner; it can be designed as a single stand (at least 30*65 cm) or as a set of components, each of which is intended for a specific topic. Approaches to organizing such a corner are determined by the availability of free space and the amount of information posted, i.e., determined by the conditions of a particular preschool educational institution.

The collage can be used both to decorate a safety corner and to conduct a lesson on the topic “Careless handling of fire and electrical appliances”

Illustrative materials can be made typographically or manually by teachers. Children can also take part in decorating the corner.

The poster can be used both to decorate a safety corner and to conduct a lesson on the topics of the section “Child and other people”

A corner is usually dedicated to a specific topic.

The stand gives children an idea of ​​the necessary equipment for extinguishing a fire.

Safety lesson in kindergarten: video

Minutes of safety

In addition to the main topic, it is helpful to have daily conversations that cover the basics of living safely.

Examples of literary leisure in secondary groups of kindergartens

Children should be drawn to objects and events that could cause trouble if they misbehave. For example, ask to see toys that imitate household electrical appliances. Once again remind you of the rules for using sharp, piercing objects: scissors, knives, forks.

Periodically ask students for phone numbers to call rescuers or doctors. Ask for your name, address, and reason for the call.

Talk with the guys, discuss how to behave correctly in different situations. If the doorbell rings, strangers approach you on the phone or on the street.

The more opportunities the child has to “live” the proposed situation, the greater the chance that he will make the right decision if necessary in real life.